Abstract
ABSTRACTBackground:Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education.Purpose:This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching.Methods:Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies.Results:An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP.Conclusions/Implications for Practice:A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.
Highlights
Evidence-based practice (EBP) is valued widely in clinical environments
Nursing scholars have proposed that evidence-based practice (EBP) teaching should be introduced early in undergraduate nursing education and EBP concepts should be integrated throughout the undergraduate nursing curriculum to connect multiple levels of prerequisite knowledge to equip undergraduate nursing students with the EBP competencies necessary to satisfy future practice needs (Melnyk, 2013; Nickerson & Thurkettle, 2013)
Learning objectives and learning outcomes of each level As shown in Table 1, as the first- and second-year students were beginners in the nursing field and only starting to acquire basic knowledge related to nursing, biomedical, and behavioral sciences, Level 1 teaching focused on developing the ability of students to ask questions and acquire information literacy and literature comprehension to support subsequent EBP learning
Summary
Evidence-based practice (EBP) is valued widely in clinical environments. Implementation of EBP facilitates effective clinical decision making and superior patient outcomes through the integration of the best available evidence, expert opinions, and patient preferences (Melnyk, Fineout-Overholt, Gallagher-Ford, & Kaplan, 2012). Introduction to Nursing Research aims to increase student competence in evaluating research articles and their clinical application, whereas Seminar of the Nursing Profession aims to guide students to discuss nursing professionalism and critically analyze the factors affecting the development of the nursing profession and the practice of nursing. These teaching objectives are relevant to the expected learning objectives of Level 3. Purpose: This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
